MEASURING ESL LEARNERS’ PERCEPTIONS OF ONLINE LEARNING: SCALE DEVELOPMENT AND VALIDATION USING EXPLORATORY FACTOR ANALYSIS
DOI:
https://doi.org/10.5281/zenodo.19104036Keywords:
Exploratory Factor Analysis, Online Learning, Scale Development, Technology Acceptance ModelAbstract
This research aims to develop and validate a scale to understand perceptions of online learning. The findings of the exploratory factor analysis indicated a four-factor model comprising Perceived Usefulness, Perceived Ease of Use, Negative Perceptions/Barriers, and Students' Attitudes towards Online Learning. The dataset was well suited to factor analysis, and the four retained factors explained 59.7 per cent of the total variance, exceeding the generally agreed-upon 50 per cent in the social sciences. The scree plot and the eigenvalue criterion were also used to retain the four significant dimensions. A high level of item loading indicated specific grouping and conceptual consistency within each construct. In addition, the factors had low cross-loadings, which favoured discriminant validity. The sample consisted of BS English learners from two institutions and could not be generalised to other subjects or localities. Finally, the designed scale has good psychometric properties and comprehensively conceptualises ESL students' perceptions of online learning. The study has provided a strong empirical basis for subsequent studies and for measuring online education practices within institutions, demonstrating reliability and construct validity in South Punjab and related areas.
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